Diploma in Grade R Teaching

Purpose

The Diploma in Grade R Teaching is the minimum qualification for Grade R teachers. The purpose of the Diploma in Grade R Teaching is to develop teachers who can demonstrate general principles, as well as focused knowledge and skills appropriate for Grade R teaching. The qualification requires in-depth specialisation of knowledge, as well as practical skills and experience in a Grade R classroom teaching context. As part of the qualification, learners are expected to gain experience in applying such knowledge and skills in the context of working with Grade R learners in a school.

Grade R is the first year of the Foundation Phase in the formal schooling system. In this grade, young children (4-5 years of age) are prepared for formal schooling. The focus of this grade is on learning through play, developing physical coordination, as well as developing spoken language competence and fundamental concepts that will form a basis for the further development of number sense and literacy.

The Diploma in Grade R Teaching qualification is underpinned by the principles of integration and play-based learning. The focus is on developing teachers' knowledge and skills in planning and presenting a balanced Grade R qualification that focuses on the holistic development of the Grade R learner, namely the cognitive development, language and perceptual development and social and emotional development.

Theoretical underpinnings of child development and philosophies (life theories) of education that impact educational practice are explored with a view to develop the teachers' knowledge of the role of theory in informing classroom practice and the importance of the Grade R teacher's role in scaffolding and mediating children's learning in preparation for formal schooling in Grade 1 and providing a solid foundation for lifelong learning.

Rationale

As in a building, unless the foundations of education are based on a quality Grade R qualification, the structure of the rest of formal education will be ineffective. Research indicates that childhood up to the age of 7 is a unique period during which a child develops approximately one third of his/her total intelligence, as well as the core of his/her personality and social and emotional disposition. The South African Department of Basic Education has identified Grade R (also known as the Reception Year) as the first year of the Foundation Phase, a recognised introductory year of an integrated four-year Foundation Phase qualification, from Grade R to Grade 3.

The Department of Basic Education reported that in a national survey conducted in 2014, 12 336 teachers across the country were found to be in need of qualification to teach Grade R either in the form of a Bachelor of Education Degree or Grade R Diploma. The survey revealed that the province of KwaZulu-Natal had the most teachers in need of training in Grade R teaching, namely 4504. Whilst the Department is assisting all provinces to ensure that teachers complete a Level 4 qualification, it acknowledges the challenges being experienced in the capacity of Higher Education Institutes (HEIs) to enrol teachers on a Grade R teacher-training qualification with only a small number of institutions offering the qualification with a limited capacity of 2690 teachers per year, making it difficult for the Provincial Departments (PEDs) to enrol the required numbers to reduce the backlog of teachers needed at the required rate of need (Department of Basic Education, 2015).

In offering a Diploma in Grade R Teaching, the institution aims to assist with the redress of upgrading unqualified and under-qualified Grade R teachers with the purpose of producing teachers who can deliver a balanced quality Grade R qualification to South African learners.

The potential training needs of Grade R Teachers fall into two categories

• Those who are already employed and who wish to achieve a formal qualification.
• Those who are not yet employed but who aspire to become a Grade R Teacher but who cannot access contact learning institutions for a range of reasons including finances and distance.

For those who are already employed and who do not currently have an appropriate formal qualification but cannot leave their place of work in order to study, distance learning is the only option that will give them access to a formal qualification.

The focus of the Diploma in Grade R Teaching is to prepare teachers from a diverse range of backgrounds to teach in a diverse range of contexts. The qualification ensures that its teachers meet the minimum set of competences that are required of newly qualified teachers (as gazetted in MRTEQ 2015). It addresses a critical need in South Africa for teachers to be equipped to deal with the challenges facing education, to be knowledgeable, to love learning and to be able to empower the lives of the children they teach.

The principles of Diploma in Grade R teaching are informed by the Department of Basic Education's Curriculum and Assessment Policy Statement (CAPS) documentation for Home Language, First Additional Language, Mathematics and Life Skills. Based on integration and play-based learning that promotes the holistic development of the child this qualification aims to prepare Grade R teachers for planning and presenting a range of teacher-guided activities and child-initiated free choice activities interspersed with routine activities, that are underpinned by socially-significant constructivism, pedagogical scaffolding and cooperative learning where learning is acquired spontaneously in a child-centred environment through the proactive mediating role of the Grade R teacher.

The focus is on developing a Grade R teacher who will be competent in developing learners' emergent literacy, emergent numeracy and life skills through ongoing assessment which informs learning and teaching in an inclusive context.

Diploma in Grade R teaching is designed to ensure qualification coherence and appropriate content and cognitive demand. Teachers are given the opportunity to plan and present hands-on lessons and activities that prepare them for Grade R teaching and learning in a diverse and inclusive education environment. The qualification complies with the purpose of the NQF and provides a pathway for lifelong learning for the student teacher.

Recognition of Prior Learning (RPL)

Teachers in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into the Diploma with a possibility of transfer of credits, for cognate previous studies. Assessment of prior learning could also lead to entry or an advanced credit standing.

When there is no match between the applicant's previous qualifications and the qualification modules offered by the institution, or in the event that the applicant has extensive practical workplace experience but no formal qualifications, such an applicant may request RPL for access based on such experience.

Learners who do not meet the minimum admission requirements for the qualification or module can apply for access based on their age or relevant work experience for the qualification. Learners applying for access via RPL will have to undergo an assessment of prior learning.

Entry Requirements

The minimum entrance requirements for this qualification are

• Senior Certificate (SC) without endorsement and with appropriate subjects.

Or

• National Senior Certificate (NSC) granting access to Diploma studies and with appropriate subjects.

Or

• National Certificate Vocational [NC(V)] granting access to Diploma studies and with appropriate subjects.

This qualification comprises compulsory and elective modules at Levels 5 and compulsory Modules at Level 6, totalling 390 Credits.

Compulsory Modules at Level 5, 126 Credits

• Early Childhood Development Studies ECD 101, 12 Credits.
• Health Education in Early Childhood Development HEA 102, 12 Credits.
• Academic Literacy ACL 101, 12 Credits.
• Fundamental Mathematics for Grade R Teachers FMGR 101, 12 Credits.
• Mathematics for Grade R Teaching 1 MGR 102, 12 Credits.
• School-Based Teaching Practice 1 TPR 100, 18 Credits.
• Institutional Teaching Practice 1 ITP 100, 12 Credits.
• Emergent Literacy First Additional Language English ELFE 202, 12 Credits.
• Management in an Early Childhood Development Context MANG 202, 12 Credits.
• Life Skills: Music Dance and Drama LSMD 202, 12 Credits.

Elective Modules at Level 5, 60 Credits

(Choose one 12 Credits each)

• Emergent Literacy First Additional Language Afrikaans ELFA 301.
• Emergent Literacy First Additional Language isiZulu ELFZ 301.

(Choose one 12 Credits each)

• English Home Language 1 EHL 100.
• Afrikaans Home Language 1 AHL 100.
• IsiZulu Home Language 1 ZHL 100.

(Choose one 12 Credits each)

• English First Additional Language 1 EFA 100.
• Afrikaans First Additional Language 1 AFA 100.
• IsiZulu First Additional Language 1 ZFA 100.

(Choose one 12 Credits each)

• Emergent Literacy Home Language 1 English ELHE 201.
• Emergent Literacy Home Language 1 Afrikaans ELHA 201.
• Emergent Literacy Home Language 1 isiZulu ELHZ 201.

(Choose one 12 Credits each)

• Language Conversational English LCE 400.
• Language Conversational isiZulu LCZ 400.
• Language Conversational Afrikaans LCA 400.

Compulsory Modules at Level 6, 192 Credits

• Arts Education 1:Visual ART 102, 12 Credits.
• Life Skills: Beginning Knowledge for Grade R LSBK 201, 12 Credits.
• Mathematics for Grade R Teaching 2 MGR 201, 12 Credits.
• Inclusive Education 1 INE 202, 12 Credits.
• Theoretical Perspectives in Education 1 TPE 201, 12 Credits.
• School-Based Teaching Practice 2 TPR 200, 18 Credits.
• Institutional Teaching Practice 2 ITP 200, 12 Credits.
• Information and Communication Technology for Education ICTE 200, 12 Credits.
• Life Skills: Movement, Play and Physical Exercise LSPE 301, 12 Credits.
• Mathematics for Grade R Teaching 3 MGR 301, 12 Credits.
• Sociopedagogics SOC 202, 12 Credits.
• Education & Diversity EDD 402, 12 Credits.
• Theoretical Perspectives in Education 2 TPE 302, 12 Credits.
• Educational Psychology 1 EPS 102, 12 Credits.
• Teaching Practice for Grade R TPGR 300, 18 Credits.

Electives Modules at Level 6, 12 Credits

(Choose one 12 Credits each)

• Emergent Literacy Home Language 2 English ELHE 301.
• Emergent Literacy Home Language 2 Afrikaans ELHA 301.
• Emergent Literacy Home Language 2 isiZulu ELHZ 301.

1. Demonstrate sound theoretical knowledge and understanding of the key concepts and theories of education and their significance for effective practice in Grade R.
2. Demonstrate proficiency in language and literacy development, acquisition and learning to facilitate own learning and that of the learners.
3. Demonstrate an understanding of the holistic development of the child (socially, physically, emotionally, and normatively).
4. Critically review and integrate national curriculum documents relevant to Grade R in the teaching of language, mathematics and life skills.
5. Plan, design and implement developmentally appropriate and inclusive learning programmes for a diverse range of Grade R learners.
6. Design and use teaching and learning resources in a creative and developmentally appropriate way.
7. Develop and implement a range of continuous monitoring and assessment strategies to facilitate effective teaching and learning.
8. Select and make use of appropriate technological resources for use in a Grade R environment.
9. Display awareness of health and safety to promote personal and social well-being.
10. Communicate effectively in a range of contexts to support positive relationships with all stakeholders in the community.
11. Understand and apply the basic principles of effective management in an ECD environment (underpinned by law).
12. Display values that reflect professionalism and facilitate positive relationships inside and outside the classroom.
13. Display decision-making relative and sensitive to the contextual realities of the schooling system within South Africa.
14. Demonstrate a willingness, flexibility and capacity to respond to and adapt to change.
15. Demonstrate the capacity to critically reflective on personal philosophy and own practice for continuous professional development.
16. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context, as well as when preparing assignments, giving evidence of insight and using appropriate academic conventions and rules.
17. Monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply content and pedagogical knowledge within different contexts.
• Appropriately use the characteristic language, terminology and concepts of the chosen field of specialization.
• Discuss the content of curricular knowledge in Grade R and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Read academic and professional texts critically, integrate and use the knowledge in own studies.
• Read and interpret with understanding written and graphic materials.
• Foster interactive communication with learners through the use of non-judgmental language, supportive replies and constructive feedback.
• Use the language of instruction, English, to explain, describe, discuss and relate key concepts.
• Explain, describe and discuss key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 3

• Create and maintain learning environments which are safe as well as conducive to learning.
• Create learning environments that are sensitive to cultural, linguistic and gender and other differences.
• Resolve conflict situation within classrooms in an ethical and sensitive way.
• Manage classrooms successfully across diverse contexts in order to ensure an encouraging Grade R learning environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply acquired content and pedagogical knowledge and skills in the language, mathematics and life skills contexts.
• Use the characteristic language, terminology and concepts of the chosen field of specialisation appropriately and with confidence.
• Discuss the content of curricular knowledge in Grade R and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Associated Assessment Criteria for Exit Level Outcome 5

• Design coherent learning programmes appropriate to the learners' needs and contexts.
• Prepare learning activities by selecting suitable teaching and learning strategies most appropriate to Grade R leaner needs, abilities and interests.
• Evaluate and select learning resource material for use in the Grade R classroom which accommodates diversity in the planning, adjustment and use of teaching and learning strategies.
• Evaluate and improve learning programmes, learning activities and materials for learning facilitation by self on the basis of experience.

Associated Assessment Criteria for Exit Level Outcome 6

• Use a variety of resources appropriate to the purpose of the task and developmental stage.
• Integrate different resources to achieve optimal learning.
• Evaluate the appropriateness of resources and their use in different contexts.

Associated Assessment Criteria for Exit Level Outcome 7

• Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
• Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
• Design and administer assessment tasks using clear language and instructions.
• Use a range of assessment strategies to accommodate differences in learning style and context.
• Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability and sensitivity to language and barriers to learning and development.
• Assess and record systematically the progress of individual learners.
• Use assessment results to provide constructive feedback on learner progress and achievement.
• Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 8

• Use a selection of technological resources appropriate to the purpose of the task and environment.
• Integrate different technological resources to achieve optimal learning.
• Evaluate the appropriateness of technological resources and their use in different contexts is created.

Associated Assessment Criteria for Exit Level Outcome 9

• Implement safety measures and routine practices for maintaining a clean, safe and healthy environment are implemented in the Grade R classroom.
• Provided documented responses to incidents or accidents that may occur.

Associated Assessment Criteria for Exit Level Outcome 10

• Initiate and maintain effective, professional communication with parents, guardians and other members of the community.
• Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices by effectively using internal and external networking opportunities.

Associated Assessment Criteria for Exit Level Outcome 11

• Programme planning is based on an understanding of key issues and trends in early childhood development and their implications for ECD provision and curriculum development (historical, international, South African).
• Efficient administrative systems for managing the learning programme are established and maintained.
• ECD policy, legal requirements and regulations and are described, and implemented when applicable.

Associated Assessment Criteria for Exit Level Outcome 12

• Assume the role of a learning mediator, administrator, leader and administrator in the Grade R classroom.
• Assume the role of a pastoral carer in the Grade R classroom.
• Foster interactive communication with and parents through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.

Associated Assessment Criteria for Exit Level Outcome 13

• Behave in a manner that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Promote the values and principles of the Constitution.
• Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
• Implement and apply school policies and developmental plans to own.

Associated Assessment Criteria for Exit Level Outcome 14

• Practice and promote a sense of respect and responsibility towards others by cultivating an adaptive, committed and ethical attitude.
• Promote flexibility and adaptability amongst the learners in the classroom.
• Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 15

• Reflect on various modes of practice in the Grade R Classroom and implement improvements based on the reflection.
• Critically reflect on pre-educational issues.
• Continuously update knowledge and keep abreast with changes and developments in the Early Childhood Development Sector.

Associated Assessment Criteria for Exit Level Outcome 16

• Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs using verbal and written communication across different platforms.
• Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.
• Select, use and adjust teaching and learning strategies in ways which meet the needs of the Grade R learners and their contexts.

Associated Assessment Criteria for Exit Level Outcome 17

• Read academic and professional texts critically, integrate and use the knowledge in their own studies and in their teaching.
• Apply their understanding of numerical and statistical information to educational issues, cross-curricular activities, and their own learning.
• Demonstrate an understanding of the fields of knowledge which underpin the Grade R Specialisation.
• Create expectations which make appropriate demands on the learners.

Integrated Assessment

The assessment strategy includes the following

• The availability of a variety of opportunities for learners to be assessed in an open, transparent, fair, valid and reliable manner to ensure that no student is disadvantaged.
• Qualification outcomes are assessed collectively by using a combination of assessment methods and instruments.
• The use of different types of assessment methods that are appropriate and fit for purpose and the learning context such that an integrated assessment approach is incorporated into the qualification.
• Continuous assessment which is an integral part of the teaching and learning strategy.
• There are both formative and summative assessment tasks which include evidence of integration contained in workplace reports, practical exercises, demonstrations, projects, and case studies.
• Summative assessment tasks including assignments, tests and examinations assess a representative selection of the outcomes practiced and assessed in the formative stage. Summative assessment also tests the learners ability to manage and integrate a large body of knowledge to achieve the stated outcomes of the qualification.
• The assessment methodology allows the integration of knowledge, skills and attitudes of permutations of practical, foundational and reflexive competence.
• Feedback is timely, relevant and useful.
• Assessment is manageable-time for preparation of assignments, revision for tests and examination, and other tasks has been included in the notional study hour allocation.